Abstract

This paper begins with the assumption that racism exists and influences educational policy and curricula in American schools, including schools for deaf children, and discusses how a multicultural approach to educating deaf children is often limited to the description of ethnic differences. What is also needed is an antiracist approach to education that addresses the social and political ramifications of ethnic differences. It is suggested that schools for the deaf are in a strategic position to respond to the inadequacy of American schools to educate deaf children of color.

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Additional Information

ISSN
1543-0375
Print ISSN
0002-726X
Pages
pp. 80-82
Launched on MUSE
2012-07-11
Open Access
No
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